國中英語會話活動合作學習法之研究

研究生：林慧聆 指導教授：鄧慧君 博士

國立台灣科技大學應用外語系碩士班

摘要
本研究在探討合作學習對國中生英語口說能力之成效及學生們對合作學之反映，主要的探討問題為： （1）合作學習對台灣國中生口說能力是否有顯著成效? （2）經過合作學習，高程度和低程度國中生之口說能力，是否有顯著差異? （3）國中學生對合作學習之觀感為何? 本研究為期一個學期，參與者為30位來自台北縣某所國中八年級學生。依據前學期英語學科平均成績及口說能力前測分數，學生們被均分為能力相似之6組。學習方式為合作學習之學生小組成就區分法及共同學習法。學生們在課堂中表演簡單對話及迷你短劇，每兩週一個跟教科書或節日有關之主題。前後測由雙尾t-test檢測成效，質性資料則深入學生之背景，互動及對合作學習之反映加以分析。結果顯示口說能力前後測無顯著差異，且高程度學生在差異上並不優於低程度學生。問卷及訪談結果顯示高程度學生在較高層級能力受惠，如編劇、衝突處理及領導才能，低程度學生則勇於說英語且對學英語更有興趣。整體而言，藉由合作學習活動，大部分學生增加團體相處能力，對其持有肯定態度，且希望此活動能持續進行。最後，本研究針對後續研究及國中英語會話教學提出建議。

關鍵詞: 合作學習、 國中英語教學、 會話活動

A Study of Cooperative Learning in the EFL
Conversation Activities in Junior High School

Researcher: Huey-Ling Lin Advisor: Dr. Huei-Chun Teng
Department of Applied Foreign Languages
National Taiwan University of Science and Technology

ABSTRACT
The present study is to investigate whether cooperative learning (CL) has positive effects on junior high school students’ EFL speaking performance and their perceptions toward CL. The main questions in the study are: (1) Does cooperative learning have significant effects on the EFL speaking performance of junior high school students in Taiwan? (2) Are there significant differences in the speaking performance between proficient and less proficient EFL students after cooperative learning activities? (3) What are junior high school students’ perceptions toward cooperative learning? This study lasts for one semester and the participants are 30 students from one eighth-grade class in a junior high school in Taipei County. They were equally divided into six teams based on their average English achievement scores in the previous semester and the grades of the speaking pretest. They were under CL instruction with the method of Student Teams-Achievement Division (STAD) and Learning Together (LT). Every student practiced simple conversation and then did role-play relating to the selected topic in class. Every two weeks, they had a topic which was relevant to the textbook or holidays. Quantitative data were run through SPSS and a two-tailed paired-sample t-test was used to scrutinize the significant difference before and after the implementation of CL. While qualitative data were analyzed to penetrate more details about the students’ background, interaction, and perceptions toward CL.
The results revealed that there was no significant difference on the speaking test and there was no results showing that the proficient group outperformed the less proficient group by making significant difference. However, the findings indicated that the proficient students were favored on higher-level capabilities, such as writing, conflict-management, and leadership. Nevertheless, the less proficient students were brave to speak English and more interested in learning English. In general, most students enhanced their social development, held positive attitudes toward the CL activity, and hoped the researcher could keep on this activity for the coming semester. Finally, pedagogical implications and suggestions for future research on teaching English conversation were recommended.

Key Words: cooperative learning, EFL teaching in junior high school, conversation activities

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